1. Learning Goal: To better understand the abolitionist movement.
Monday, April 17, 2017
Agenda:
Frayer model on “Abolitionist”
Get assigned one abolitionist to become an expert on
60 second presentation on abolitionist
Homework: Take minutes to work on your anchor activity--REMINDER THIS IS DUE FRIDAY
Standards:
8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
Hello: Take out your grey or blue paper. Check that you have included your name on the paper. TURN-IN.
Learning Goal: To better understand the abolitionist movement.

2. 8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
1. Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).
2. Discuss the abolition of slavery in early state constitutions.
3. Describe the significance of the Northwest Ordinance in education and in the banning of slavery in new states north of the Ohio River.
4. Discuss the importance of the slavery issue as raised by the annexation of Texas and California’s admission to the union as a free state under the Compromise of 1850.
5. Analyze the significance of the States’ Rights Doctrine, the Missouri Compromise (1820), the Wilmot Proviso (1846), the Compromise of 1850, Henry Clay’s role in the Missouri Compromise and the Compromise of 1850, the Kansas-Nebraska Act (1854),the Dred Scott v. Sandford decision (1857), and the Lincoln-Douglas debates (1858).
6. Describe the lives of free blacks and the laws that limited their freedom and economic opportunities.

3. Identify our language of discipline
8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
1. Describe the development of the agrarian economy in the South, identify the locations of the cotton- producing states, and discuss the significance of cotton and the cotton gin.
2. Trace the origins and development of slavery; its effects on black Americans and on the region’s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it (e.g., through the writings and historical documents on Nat Turner, Denmark Vesey).
3. Examine the characteristics of white Southern society and how the physical environment influenced events and conditions prior to the Civil War.
4. Compare the lives of and opportunities for free blacks in the North with those of free blacks in the South.

4. Hello: Brainstorm the language of Discipline for standard 8.10
REMINDER: Anchor Activity is due Friday.
Tuesday, April 18, 2017
Agenda:
60 second presentations
Discuss key events that caused the Civil War
Review-complete exit card
Homework: Add some of the new words brainstormed to your Anchor Activity
Standards:
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Learning Goal: To identify the key causes of the Civil War.

5. 8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
1. Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.
2. Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.
3. Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
4. Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.
6. Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox.
7. Explain how the war affected combatants, civilians, the physical environment, and future warfare.

6. 8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
1. Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.
2. Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.
3. Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
4. Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.
6. Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox.
7. Explain how the war affected combatants, civilians, the physical environment, and future warfare.

8. Hello: Storytime! Login into Google Classroom
REMINDER: Geography retake will be Thursday and Anchor Activity is due Friday.
Wednesday, April
Agenda:
Storytime-Entrance card
Preview activity, “A House Divided” p. 201
Globe reading section 1 and 2, p. 273-
Homework: Work minutes on anchor activity
Standards:
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Learning Goal: To identify the meaning behind a house divided.

9. Hello: Take 10 minutes to work on your anchor activity
Thursday, April 20, 2017
Agenda:
Work on your anchor activity (due tomorrow)
DEO on Crash Course
Homework:Anchor activity needs to be completed by TOMORROW
Standards:
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Hello: Take 10 minutes to work on your anchor activity
Geography retakes are TODAY at LUNCH
Learning Goal: To identify the main causes of the Civil War.

10. Hello: TURN-IN your anchor activity.
Friday, April 21, 2017
Agenda:
Finish the Crash Course Video
Exit Card: Which events of the mid-1800s kept the nation together and which events pulled it apart?
Standards:
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
Hello: TURN-IN your anchor activity.
Take out a chromebook and post the link to the announcement or turn-in anything hardcopy to the brown basket.
Learning Goal: To identify the main causes for the Civil War.